Essendene Lodge Nursery

Inclusion: Strong standard

Leaders and staff include all children, including those who face barriers to their learning and those with special educational needs and/or disabilities. They work alongside parents and gather a wealth of information when children start. This helps staff to make swift adaptations in their practice to support children's next steps of learning. For example, staff plan targeted teaching activities that they continually reflect on. This helps them get to know children's starting points when they first start and build on what they know and can do. Staff consistently review children's progress to ensure they are benefiting from the strategies in place.

Leaders plan precise training for staff to further their understanding of how to support children. For example, staff have completed training on how to develop children's communication and language skills, including the use of visual aids. This helps children make rapid progress from their starting points. Leaders have a secure understanding of how to refer to other professionals so that children receive the support they are entitled to, including any additional funding. This helps children to access their early years free entitlement. Children benefit highly from staff's consistent inclusive approach.

Curriculum and teaching: Expected standard

Leaders and staff have developed an ambitious curriculum that is focused on building children's knowledge and skills across all areas of learning, including children with potential barriers to their learning. They provide children with a balance of adult-led activities that builds on children's interests and supports their next steps of learning.

Staff use robust observations to assess children's progress to identify what they need to learn next. Staff adapt their teaching to meet children's individual needs. For example, at group times, staff adapt resources to help promote children's engagement. This promotes an inclusive culture. However, sometimes, daily routines are not highly embedded to promote children's independence.

Staff focus on children's communication and language skills. Children eagerly join in with familiar stories and learn about the different emotions. Staff engage children in meaningful conversations and teach them new vocabulary through repetition and discussion. This supports children's understanding and vocabulary. Staff weave in opportunities to promote children's mathematical development. For instance, staff repeat early counting which is age- and stage-appropriate. This helps children to learn the concepts of early counting and shapes within their play. Staff ensure children benefit from daily exercise in the well-planned outside environment. This helps children develop their muscle groups for later learning, such as writing.

Achievement: Expected standard

Generally, children build on their next steps of learning, including children with special educational needs and/or disabilities, in readiness for their eventual move to school. Babies are developing their early communication skills as they listen intently to their familiar person, offering gestures and babbling. Older children recall some letter sounds, such as 'g', and relate this to objects, such as 'glasses'. They talk with growing confidence and play well alongside their friends. Children scoop and use one-handed tools as they explore well-planned tuff trays. They run, jump and ride small bikes. This helps children practise and develop their physical abilities. Children count objects and compare how shapes are different. This helps children's early mathematics. Children learn about hygiene and know to wash their hands before mealtimes. Typically, routines help children develop their independence.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have high expectations of children's behaviour. Staff are skilful in adult planned activities as they use strategies to help children engage in their learning experiences, including children with special educational needs and/or disabilities. Children generally listen well and respond positively to staff's guidance. Staff are kind in their interactions as children play. They model with children how to take turns and gently remind children to say 'please' and 'thank you'. This helps promote children's social skills and manners.

Staff generally embed routines to support children's learning opportunities. Babies' care routines are carefully followed with the guidance of their parents. This helps them develop trusting bonds with their key person. As a result of the newly opened baby room, and recent staff changes, staff are not consistently clear of their roles to support children's engagement at transition times. This means that the environment becomes disorganised as children wait to be guided as to what is expected of them and why.

Leaders monitor children's attendance and share their expectations with parents. This helps keep children safe and also supports children in readiness for their eventual move to school.

Children's welfare and wellbeing: Expected standard

Leaders and staff are passionate at developing relationships with all children and families that attend the nursery. Staff place high importance on the key-person approach. They know their children's likes and dislikes well and use this to support children's emotional wellbeing. For example, when children start at the nursery, they are greeted by their key person, who ensures that they stay close by as children settle into their new environment. This helps children feel safe and secure.

Staff typically support children to develop their independence, such as washing their hands before mealtimes. However, children do not have regular opportunities to practise with other aspects of their self-care. For example, staff put children's shoes and coats on and do not encourage them to have a go. This means children do not have the opportunity to practise these self-care skills.

Leaders have recently reviewed the menu to ensure that it is healthy and nutritious. Staff sit with the children at mealtimes and have conversations about the benefits of the healthy foods on their bodies. Children benefit from planned opportunities to develop their physical skills through exercise and planned activities. This helps children develop healthy habits for the future. Children who require additional support, including those with special educational needs and/or disabilities, receive individualised approaches to meet their individual needs.

Leadership and governance: Strong standard

Leaders create an inclusive environment where children feel happy, valued and safe. They are highly reflective and continue to evaluate the nursery provision. This enables leaders to swiftly identify any areas they want to strengthen. For instance, they have recently opened a baby room at the nursery. However, leaders have not yet considered how to support staff to improve transitions for children in the toddler room. Leaders have ensured that all staff have completed training to support the care of babies, including safe sleeping requirements.

Leaders are visible and regularly observe staff's practice. This helps them provide targeted support and training that continually improves the learning and experiences for the children at this nursery. As such, staff report positively on the regular kind and professional support from leaders. They say that daily discussions and planned supervisions helps them to identify any areas of development within their practice. This helps staff continue to deepen their knowledge and teaching skills.

Partnership with parents is a real strength of this nursery. Leaders take their time through their well-developed induction process to understand each child's individual needs, including their care routines. Parents speak very positively about the daily communication throughout the day whilst their children are settling. Parents of children who may need some additional support say that leaders are open and honest. They appreciate the early support that their children receive to help them benefit from any support from other professionals.